Observing the ISTE Standards for Students in Practice

Times and dates are displayed based on your device's time zone setting.

Participate and share : Interactive lecture

Dr. Jody Britten  
Brooke Daniel  
Jed Dearybury  

Learn about the profiles of an empowered learner, digital citizen and knowledge constructor. Participate in a "what to look for/how to celebrate" activity that will prepare you to identify standards in practice and see how K-6 educators are achieving the ISTE Standards with all children.

Audience: Curriculum/district specialists, Principals/head teachers, Teachers
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS, Windows
Laptop: PC, Chromebook, Mac
Tablet: Android, iOS, Windows
Topic: Using the ISTE Standards
Grade level: PK-12
ISTE Standards: For Students:
Empowered Learner
  • Students articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
  • Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
  • Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
Additional detail: ISTE author presentation

Proposal summary

Purpose & objective

The objective of this presentation is to help educators identify the ISTE Standards for Students as they appear in practice. Often the standards are hard to identify and observe, but using the ISTE Digital Learning Pathways research base (co-authored by the lead presenter) and accompanying profiles of students who are knowledge constructors, empowered learners, and digital citizens observation of standards in practice become easier. Using proven observation and reflection tools, participants will have a true capacity to identify current practices that support the ISTE Standards for Students and strategies they can share with teachers to actively advance their instructional capacity to develop all students with the ISTE Standards for Students in mind.


I. Introduction (5 minutes)
- What are the ISTE standards for students?
II. Meet Your Students (10 minutes- interactive)
- profile of empowered learner
- profile of knowledge constructor
- profile of digital citizen
III. Celebrating Success (15 minutes- interactive)
- observing
- developing
- celebrating student mastery and access
IV. Observing for purpose (10 minutes)
- student work samples (videos and student work samples empowered learner)
- student work samples (videos and student work samples knowledge constructor)
- student work samples (videos and student work samples digital citizen)
VII. Observing and celebrating (5 minutes)
- Where to start
- Who to include
- Focus on equity and access
- Data to inform the process

Supporting research

Accenture. (2016). People First: the Primacy of People in a Digital Age. Accessed 11/10/16 from
Alliance for Excellent Education, (2015). Future Ready Schools.
American Psychological Association. (2015). Grabbing Students: Researchers have identified easy ways to boost student success by increasing their engagement in learning. June 2015, Volume. 46. No. 6. Accessed 8/29/16 from
Bandura, A. (1995). Self-efficacy in changing societies. Cambridge university press.
Beesley, A. D., & Apthorp, H. S. (2010). Classroom instruction that works second edition research report. Denver, CO: McREL.
Black, P., & Wiliam, D. (2006). Inside the black box: Raising standards through classroom assessment. Granada Learning.
Black, P., Harrison, C., & Lee, C. (2004). Working inside the black box: Assessment for learning in the classroom. Granada Learning.
Blok, H., Oostdam, R., Otter, M. E., & Overmaat, M. (2002). Computer-assisted instruction in support of beginning reading instruction: A review. Review of Educational Research, 72(1), 101–130, as cited in Hattie, 2009. Location 8649-8558.
Briggs, C., & Makice, K. (2012). Digital fluency: Building success in the digital age. SociaLens.
Britten, J. (2018). Innovating as an educational leader, Metiri Group.
Britten, J. (2017). The X learner and the Next Level, Metiri Group.
Britten, J. (2017). Getting at the heart of the empowered learner. ISTE Blog.
Britten, J. (2016). 4 Myths of Empowered Learners in the Classroom, ISTE Blog.
Britten, J. (2017). Five research based components of learning environments to empower learners, Metiri Group.
McLeod, S. & Shareski, D. (2018). Different Schools for a Different World.
Geurin, G. (2017). Future Driven.
Socol, I, Ratcliff, C., Moran, P. (2018). Timeless Learning.
Brookhart, S. M. (2008). How to give effective feedback to your students. ASCD.
Brophy, J. E. (2013). Motivating students to learn. Routledge.
Butler, R., & Nisan, M. (1986). Effects of no feedback, task-related comments, and grades on intrinsic motivation and performance. Journal of educational psychology, 78(3), 210.
Chi, M. T. H., Siler, S. A., Jeong, H., Yamauchi, T., & Hausmann, R. G. (2001). Learning from human tutoring. Cognitive Science, 25(4), 471–533. Accessed 07/20/12 from http//
Christenson, S. L., Reschly, A. L., & Wylie, C. (Eds.). (2012). Handbook of research on student engagement. Springer Science & Business Media.
Colbert, A., Yee, N., & George, G. (2016). The Digital Workforce and the Workplace of the Future. Academy of Management Journal, 59(3), 731-739.
Common Sense Media. (n/a). Digital Citizenship. Common Sense Education.
Deci, E. L., & Ryan, R. M. (2002). Handbook of self-determination research. University Rochester Press.
Deci, Edward and Ryan, Richard (n/a). Self-Determination Theory. Available at:
Dörnyei, Z. (2001). Motivation strategies in the language classroom. Ernst Klett Sprachen, as quoted in Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Location 1747.
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta‐analysis of school‐based universal interventions. Child development, 82(1), 405-432.

Dweck, C. (2012). Mindset: How you can fulfil your potential. Hachette UK.

Fredricks, J., Blumenfeld, P., and Paris, A. (2004). School Engagement: Potential of the Concept, State of the Evidence. Review of Educational Research. Vol. 74, No. 1, pp. 59–109. Washington D.C.
Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., and Mooney, K. (2011). Measuring student engagement in upper elementary through high school: a description of 21 instruments. (Issues & Answers Report, REL 2011–No. 098). Washington, D.C.: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southeast. Retrieved from
Gallup, Inc. (2014). Gallup Student Poll 2014 U.S. Overall Report: Measuring Non-Cognitive Metrics That Predict Student Success. Retrieved 10/08/16 from
Gureckis, T. M., & Markant, D. B. (2012). Self-directed learning a cognitive and computational perspective. Perspectives on Psychological Science, 7(5), 464-481.

Hargittai, E., & Jennrich, K. (2016). The Online Participation Divide. In The Communication Crisis in America, And How to Fix It (pp. 199-213). Palgrave Macmillan US.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Location 6091-6096.
Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Location 1733.
Hattie, J. (2012). Know thy impact. Feedback, 70(1). Location 8952.
Holland, B. (n/a). Fluency: Preparing students to be digital learners. Edutopia at
Horrigan, John B. “Digital Readiness Gaps.” Pew Research Center, September 2016. p. 6.
Available at:
Hsi, S. (2007). Conceptualizing learning from the everyday activities of digital kids. International Journal of Science Education, 29(12), 1509-1529.
Johnson, D. & Johnson, R. (2004). The Three C’s of Promoting Social and Emotional Learning. Chapter 3 from the book by Zins, et. al. (2004). Building Academic Success on Social and Emotional Learning.
Lenhart, A., Smith, A., Anderson, M., Duggan, M., & Perrin, A. (2015). Teens, technology and friendships.
Lemke, 2010. Intelligent Adaptive Learning and the Zone of Optimized Learning. Presentation: Webinar for Technology & Learning.
Lemke, C. (2013). Intelligent Adaptive Learning: An Essential Element of 21st Century Teaching and Learning. Dreambox.
Lemke, C., Britten, J., Garcia, L., Coughlin, E. (2015). TRAx: Digital Readiness for Schools.
Locke, E. A., & Latham, G. P. (2006). New directions in goal-setting theory. Current directions in psychological science, 15(5), 265-268.
Maehr & Meyer. (1997). Maehr, M., & Meyer, H. (1997). Understanding motivation and schooling: Where we’ve been, where we are, and where we need to go. Educational Psychology Review, 9, 371–409, as referenced in Brophy, J. E. (2013). Motivating students to learn. Routledge.
Meichenbaum, Donald and Biemiller, Andrew (1998). Nurturing Independent Learners. Cambridge, MA: Brookline Books.
Nuthall, G. (2007). The hidden lives of learners. Wellington: Nzcer Press. Solution Tree.
Patall, E. A., Cooper, H., & Robinson, J. C. (2008). The effects of choice on intrinsic motivation and related outcomes: a meta-analysis of research findings. Psychological bulletin, 134(2), 270.
Pink, D. H. (2011). Drive: The surprising truth about what motivates us. Penguin.
Reeve, Johnmarshall. (2002). Handbook of self-determination research. Chapter 9: Self-Determination Theory Applied to Educational Settings. University Rochester Press.
Resnick, M. (2002). Rethinking learning in the digital age.
Ryan, R., Connell, J., & Grolnick, W. (1992). When achievement is not intrinsically motivated: A theory of internalization and self-regulation in school. In A. Boggiano & T. Pittman (Eds.), Achievement and motivation: A social-developmental perspective (pp. 167–188). Cambridge, UK: Cambridge University Press.
Schunk, Dale and Zimmerman, Barry, (1998). Self-regulated Learning: From Teaching Practice to Self-Reflective Practice. NY: Guilford Press.
Smith, 2003. As quoted in Hattie (Hattie, J. (2009). Visible Learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge. Location 7706.
Sullo, B. (2007). Activating the desire to learn. ASCD.
Department of Education. (2016). National Education Technology Plan.
Vallerand, R. J., & Ratelle, C. F. (2002). Intrinsic and extrinsic motivation: A hierarchical model. Handbook of self-determination research, 128, 37-63.
VanLehn, K. (2011). The relative effectiveness of human tutoring, intelligent tutoring systems, and other tutoring systems. Educational Psychologist, 46(4), 197–221. Accessed 8/25/12 from
Wiliam, D. (2010). The role of formative assessment in effective learning environments. In The Nature of Learning: Using Research to Inspire Practice, OECD Publishing. doi: 10.1787/9789264086487-8-en
Wiliam, D. (2011). Embedded formative assessment. Bloomington, IN:
Zimmerman (1990), as referenced in Bandura, A. (1995). Self-efficacy in changing societies. Cambridge university press.
Zins, J.E., Weissberg, R., Wang, M, & Walberg, H. (2004). Building Academic Success on Social and Emotional Learning.

More [+]


Dr. Jody Britten, Team4Tech

Jody Britten is a thought leader in digital learning. Acting as an activist for purposeful, quality learning experiences for all children Jody has built dynamic teams to conquer big issues facing preK-12 education. She has supported national and international private, public, and K12 organizations. Her work has supported large scale change that has lead to better learning experiences for children. She began her career as a public school educator, and grounds her work in practical yet strategic efforts to transform systems of learning.

Brooke Daniel, Hamilton Southeastern School Cooperation
Jed Dearybury, The Playful Classroom

Jed Dearybury began his career in 2001. During his early childhood classroom tenure, he received numerous awards: Featured in GQ Magazine as Male Leader of the Year, met President Obama as recipient of the Presidential Award for Excellence in Math and Science Teaching, and was named a top 5 finalist for SC Teacher of the Year.Currently, he works in Higher Ed training the next generation of educators. He published his first book, The Playful Classroom: The Power of Play for All Ages, in June of 2020. Book two is due out July 2021.